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Day 4

Day 3

Our Target Students

  • Behavioral expectations and daily tasks will be reviewed, carried over from day 3
  • Work on presentations including visuals to support presentation
  • Practice Presentations
  • New group roles
  • Demonstrator & Question Master
  • Speaker/Explainer
  • Writer/Recipe Creator
  • Artist
  • Continue to collaborate and complete group tasks
  • Review of acquired knowledge
  • Being preparing for presentation

Day 5

Meet Eli

  • Presentations!
  • Time for audience to ask questions
  • Assessment for teacher

Meet Raymond

  • 11 years old
  • Polite and caring
  • Empathizes with others
  • Appreciative
  • Kinesthetic learner
  • Active
  • Sense of humor
  • Responds well to drawing as a reward
  • Recieves services for Learning Disability

Day 1

  • 12 years old
  • Generous
  • Detail-oriented
  • Curious
  • Motivated to be knowledgeable
  • Eager to please
  • Responds well to movement breaks
  • Shows compassion towards others
  • Recieves services for ADHD

Day 2

  • Introduce the topic and project to the students (both in written and verbal form)
  • Present questions for understanding
  • Split students into assigned groups
  • Cooperative Learning
  • Explain various roles per group
  • Time-Keeper
  • Note-Taker
  • Task-Manager
  • Summarizer
  • Pick sport
  • Agree on body movement
  • Completion of worksheet that corresponds to presented material
  • Review roles
  • Using their worksheets and informational books and resources, students will identify the types and number of muscles used throughout their body movement
  • Diagrams will be provided
  • Let's try Day 2!

Teacher Rubric

Assessment

Common Core

Literacy Standards

Rationale

Self-Evaluation

  • CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.
  • CCSS.ELA-LITERACY.L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specified words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g. wildlife, conservation, and endangered when discussing animal preservation
  • CCSS.ELA-LITERACY.SL.4.1.D: Review the key ideas expressed ad explain their own ideas and understanding in light of the discussion.

Exit Slip

Lesson Overview

  • Topic: Human Body Systems and Movement
  • Time frame: 1 week
  • Adjusted to a 4th grade level
  • Acts as an introductory lesson into the human body unit

Peer-Evaluation

Social Factors

  • Working cooperatively
  • Assigning groups
  • Kinesthetic Learning

TRY IT!

SIMULATION

  • Assigned groups
  • provides opportunity to objectively research something that may not have been their first choice
  • Assigned roles
  • social purpose
  • Larger purposes of education
  • cooperative learning experience

Wisconsin Department Public Instruction Science Performance Standards

THEME: BADGER FOOTBALL GAMES

Body Movements:

Lecture Bingo

Choose 9 words from the list to add to your bingo chart!

With the team sitting at your table:

  • Choose a body movement
  • Perform that movement to figure out which muscles are used
  • Highlight or color in the muscles you think are activated in that particular movement
  • Make a list of muscles used from the diagram
  • Be prepared to share out to the class
  • One team member will describe what muscles are being used as another team member performs that movement!

  • DPI.WI-SCIENCE: Science Connections A.4.1: When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed.
  • DPI.WI-SCIENCE: Science Connections A.4.2: When faced with a science-related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now.
  • DPI.WI-SCIENCE: Science Connections A.4.3: When investigating a science-related problem, decide what data can be collected to determine the most useful explanations.
  • DPI.WI-SCIENCE: Science Connections A.4.4: When studying science-related problems, decide which of the science themes are important.
  • Jump Around
  • Throwing a football
  • Cheerleader cartwheels
  • Bucky push-ups
  • Kegstand
  • Marching band member (trombones, drums or conductor)
  • Learning disability
  • ADHD
  • Cooperative Learning
  • Human body
  • Kinesthetic learning
  • Standards
  • Assigned groups
  • Presentation
  • Roles
  • Student strengths

COLLABORATIVE LESSON

PLAN

Presented by:

Emily Holt, Maria Galarce Crain, Megan McDonnell, Hannah Goninen, Tianyi Qi and Haley Bernas

C&I 506

Spring 2015

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